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| Children And Learning: How Does It Happen? | |
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| Learning & Teaching: Charting The Course | |
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| The Shift from Behaviourism to Cognitivism to Constructivism | |
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| Cognitive Development | |
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| Off to School | |
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| The Importance of Experience in Cognitive Development | |
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| Key Aspects of Cognitive Development | |
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| Major Theorists | |
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| John Dewey | |
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| Jean Piaget | |
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| Piaget's Stages of Cognitive Development | |
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| Social Cognition And Social Constructivism | |
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| Lev Vygotsky | |
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| The Theory Of Multiple Intelligences | |
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| Howard Gardner | |
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| Emotional Development | |
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| Daniel Goleman | |
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| Physical Development | |
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| Physical Development in Younger Children | |
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| Physical Development in the Primary Grades | |
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| Physical Development in the Junior and Intermediate Grades | |
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| Summary | |
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| Constructivism: Making Connections, Risk-Taking, and Other Sundry Bits | |
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| What is Constructivism? | |
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| Bruner Thinks About Thinking | |
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| How Children Construct Knowledge | |
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| Educating the Whole Child | |
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| Examining the 3 Cs: A Rationale for Teaching the Whole Child | |
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| Incorporating Students' Interests into Learning | |
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| The Reggio Emilia Approach | |
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| Setting the Stage for Using Prediction: Adaptation Revisited | |
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| Adaptation in Action: The Prediction Learning Cycle | |
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| Summary of How the Prediction Learning Process Works | |
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| The Importance of Risk-taking | |
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| The Serious Business Of Play | |
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| Key Characteristics of Play | |
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| Play: Is It a Valuable and Viable Part of Learning? | |
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| How Children Use Play | |
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| Play and Older Students | |
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| Piaget's Stages Revisited | |
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| Organizing the Constructivist Classroom and the Role of the Teacher in Constructivism | |
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| Summary | |
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| Autonomy: A Self-Starter is Born | |
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| Invitational Learning | |
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| Autonomy | |
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| Moral Autonomy ("Free will") | |
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| Intellectual Autonomy ("Free choice") | |
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| Practical Applications of Autonomous Teaching | |
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| Autonomy and Play | |
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| Self-Concept & Self-Esteem | |
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| Self-Esteem | |
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| Creating An Atmosphere For Learning | |
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| Summary | |
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| The Brain In A Plain Brown Wrapper: Everything You Ever Wanted to Know About the Brain and Might Be Afraid to Ask | |
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| The Human Brain | |
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| Key Brain Structures | |
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| How a Message is Transmitted | |
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| Brain Development in Young Children | |
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| The Role of Activity in Brain Growth and Development | |
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| If You Don't Use It, You'll Lose It | |
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| Novelty, Laughter, & Learning | |
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| "Food" for Thought | |
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| Hemispheric Specialization | |
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| How the Hemispheres of the Brain Work | |
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| Adaptability and Flexibility | |
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| Important Considerations for Learning | |
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| Cognitive Theory and the Human Brain | |
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| Learning Is an Active Process | |
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| Learning Is Non-linear | |
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| Learning Is Multi-dimensional | |
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| Learning Is Set Within a Social Context | |
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| Learning Is Influenced by the Affective Domain | |
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| Learning Is Concerned with Cognition and Metacognition | |
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| Attention and the Brain | |
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| Summary: Developing the Brain-Compatible Classroom | |
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| Creating The Road Map For Teaching & Learning | |
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| Planning: The Itinerary | |
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| Getting Started: The "How People Learn" Framework | |
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| Knowledge | |
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| Students | |
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| Communities | |
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| Evidence | |
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| Planning to Account for Knowledge, Student, Community, and Evidence | |
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| Getting Started | |
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| Theme Planning | |
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| Planning for Centres: Is It Necessary? | |
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| Professional Planning | |
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| Summary | |
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| Starting With What You Have: Organizing Time, Space, and Materials | |
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| Starting with the School: Design Principles | |
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| So What? Classroom Design | |
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| Primary and Upper Elementary Classroom Organization: The Same or Different | |
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| Matching Classroom Design and Teaching Philosophy | |
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| Classroom Decoration? Yours, Mine, and Ours | |
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| Storage: Things to Think About | |
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| What Will You Do All Day? Thinking Through the Timetable | |
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| Biological Issues | |
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| Subject and Division Issues | |
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| Organizing Units | |
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| Daily Schedules | |
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| Time Management | |
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| Managing Resources | |
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| Centres in the Classroom | |
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| Summary | |
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| Strategies For Teaching: The Teacher's Tool Kit | |
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| Teaching Strategies | |
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| Personal Attitude and Management Skills | |
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| Classroom Management | |
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| Questioning Skills | |
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| Organization Strategies | |
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| Cooperative Learning | |
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| The Integrated Day Approach | |
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| Rationale for Using the Integrated Day | |
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| Plan Sheets: A Method of Planning, Implementing, Adjusting, and Tracking in the Integrated Day | |
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| Benefits of the Integrated Day Approach | |
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| Summary | |
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| The Curriculum: Organizing Pieces of the Puzzle | |
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| Views of Curriculum | |
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| Curriculum: A Contested Arena | |
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| Curriculum Control in Canada | |
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| Curriculum Development and Implementation | |
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| Curriculum Mapping for the Classroom Teacher | |
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| Subject Matter: Does It Matter? (Or should there be content-free curriculum) | |
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| A Current Curriculum Issue: Does One Size Fit All? | |
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| Student Engagement and Alternative Curriculum Approaches | |
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| Problem- or Project-based Learning | |
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| Integration Across the Curriculum | |
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| Curriculum Orientation | |
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| Summary | |
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| Assessment And Evaluation: The Glass is Half Full | |
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| Assessment: The Context of Public Accountability | |
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| Principles of Authentic Accountability | |
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| Testing, Testing, and More Testing: Children, Tests, and Teacher Expectations | |
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| Evaluation and Assessment: The Same or Different? | |
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| Authentic Assessment: What Is It? | |
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| Strategies for Assessment | |
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| Data, Data, and More Data: Answering the "So What?" Question | |
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| Teacher Performance Appraisals | |
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| Summary | |
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| Enhancing Children's Thinking | |
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| Adjusting The Program: One Size Does Not Fit All | |
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| What is Diversity? | |
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| Cultural and Linguistic Diversity | |
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| Maintaining and Fostering Socio-cultural Awareness | |
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| Multiliteracy Pedagogy: An Overview | |
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| Valuing Cultural and Linguistic Diversity | |
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| Another Form of Diversity: The Special Needs Student | |
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| Inclusive Pedagogy | |
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| Diversity, Engagement, and Student Achievement | |
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| Summary | |
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| Enrichment: Letting the Genie Out of the Bottle | |
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| The Process of Thinking | |
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| Creative Thinking | |
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| Creativity and the Arts | |
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| How Teachers Can Foster Creativity | |
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| Critical Thinking | |
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| Problem Solving | |
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| Encouraging Thinking & Promoting Metacognition | |
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| How Teachers Can Facilitate Metacognition | |
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| The Importance of Thinking Skills | |
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| Thinking Skills Revisits Questioning | |
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| Graphic Organizers | |
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| Mind Mapping | |
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| Making Connections | |
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| Summary | |
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| Looking At The Big Picture | |
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| Establishing Balance: Putting It Together | |
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| Begin at the Beginning: What Makes a Good Teacher | |
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| Becoming a Co-Learner: Assuming a Critically Reflective Stance | |
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| A Learning Community: What Is It? | |
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| Action Research as a Means to Understand Teaching | |
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| Parents, Teachers, and Schools: Partners? | |
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| Getting to Know Parents: What to Do? | |
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| Preparing to Meet Parents: First Impressions Matter | |
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| Understanding Performance Appraisal: Teacher Evaluation | |
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| Self Evaluation | |
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| The Creation of the Context for Sharing: No More Boundaries | |
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| Summary: Finding Balance-Taking Care of the Self | |
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| Closing Thoughts: "This Way to the Egress!" | |
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| Alphabet Soup� | |
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| The 3 Rs | |
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| What is Effective Teaching? | |
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| Professional Learning Communities | |
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| Learning with Colleagues | |
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| Benefits of Participation in a Professional Learning Community | |
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| Moral Development | |
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| Character Education | |
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| The Only Constant is Change | |
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| Educational Reform and Leadership | |
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| Initiatives in Teacher Education | |
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| The ABC's of Beginning Teaching | |
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| Final Inspirational Thoughts: A Credo for Children | |
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| Summary | |